Abstract

Content-area teachers approach the problem of teaching reading and comprehension with particular attitudes toward knowledge, learning, and texts. These epistemic beliefs affect their effectiveness as future teachers. The researcher used an action research methodology to investigate content-area pre-service teachers’ beliefs about knowledge, learning, and texts during the course of a semester-long content-area reading course. Data included samples of teacher candidate work, results from an epistemological questionnaire, and candidate interviews. The researcher-instructor used observations of student learning, course materials, and a teacher journal to assess the progress of candidates toward understanding of content-area reading theory and application. Research findings offered description of teacher candidate epistemology and insights for preparing future teachers as they approach content-area reading.